This study investigated the effects of using the counseling‐based teaching method on the physics learning achievements of the upper secondary school students. The counseling techniques: writing down a self‐note, and summarizing were selected to design and construct counseling‐based lesson plans for teaching and assessing physics learning achievements of the thirty students participating. Three types of research instruments were used: (1) the platform and exit tests assessing physics learning achievements before and after learning in each module, (2) the counseling‐based lesson plans and (3) the summative tests assessing physics learning achievement after using each lesson plan. Data analysis was in two parts: quantitative data in arithmetic mean, standard deviation, and dependent sample t-test and qualitative data by content analysis with two criteria: (1) the right understanding and misunderstanding in physics concepts shown by the students, and (2) the full understanding of physics concepts shown in the students’ completed tasks. The findings of the study were: · There was statistically significant difference of physics learning achievement score of students before and after using the counseling‐based lesson plan at the.05 level. · After using technique of writing down a self-note, all students increased their physics learning achievement scores higher than the level of 50%. Moreover, 80% of students understood all physics concepts correctly and completely. · After using technique of summarizing, all students increased their physics learning achievement scores higher than the level of 50%. There were only a few low performance students showing their incomplete understanding of velocity vector component and formula. The results of the study were to generate pedagogical implications, in that, selected counseling-based techniques can be used in physics teaching in support of students to overcome their difficulties with understanding complex physics concepts at the upper secondary school level.